Abstract:
Mythical narratives mirrorvarious social manifestations embedded in language and
manifested through individuals’ social realizations. These manifestations are exemplified in
the narratives invokers summon to realize multiple social aims and functions. These
narratives also determine individuals’ social statuses and affect their gender according to their
summoning purposes.This work is the disjectamembra of hermeneutic and practical
components.It scrutinizes gender changes in Algerian mythological narratives using two main
methods ‘Charter myth’ and ‘Mythodology’. On the one hand, it attempts to uncover the
sociological mechanisms and bias which may determine individuals’ reality. Per contra, it
focuses on mythological functions, and how they affect individuals’ roles and statuses in their
context. Thence, this work is divided into two sections. The first section consists of three
interrelated chapters, while section two includes a separate didactic chapter, which in
turnfocuses onlearners and teachers’ attitudes toward the implementations of myths in EFL
classrooms.ChapterOne represents thegrandiose theoretical debate.It deals with previous and
contemporary theories, debates and issues in relation to mythical studies. It also deals with
mythical approaches, functions, and language in popular mythologies, such as ‘Greek
mythology’.Chapter Two exposesa mixture of qualitative and quantitative part, and focuses on
the various genderdimensions in Algerian mythology. Moreover, it constitutes of ‘Profiling
Informants’, corpus collection, and extends to a‘Typology of Characters’. Chapter Three
evinces the quantitative part of this work. Thus, it mentions the methodology and the
assessment of gender empowerments from different angles.It also describes how functions
determine the type of the narrative in terms of empowerments and bias.Accordingly, it
attempts to summarize the sociological and the functional characteristics of the various
Algerian narratives.Chapter Four focuses on the fourth function of mythology or what
Campbell (1986) labeled as ‘Educational mythology’. In this sense, it pondersmythological
implications in the Algerian EFL classroom.Partially, it tries toassess learners and teachers’
attitudes when usingmythical narrativeswith multiple EFL modules including the module of
Gender studies.This work unfolds to project various intricacies of gender changes in Algerian
myths.It goes beyond the classical model of Campbell(1986) to set new boundaries of
functions distinguishing the Algerian narratives as a perpetualdiscourse of conflict and power
in both oratory and prosaiccontexts
